An Investigation of Scaffolded Reading on EFL Hypertext Comprehension

Autor/in	Shang, Hui-Fang
Titel	An Investigation of Scaffolded Reading on EFL Hypertext Comprehension
Quelle	In: Australasian Journal of Educational Technology, 31 (2015) 3, S.293-312 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	English (Second Language); Second Language Learning; Student Attitudes; Reading Comprehension; Hypermedia; Scores; Reading Processes; Teaching Methods; Second Language Instruction; Prediction; Foreign Countries; Scaffolding (Teaching Technique); Comparative Analysis; Quasiexperimental Design; Majors (Students); College Students; Questionnaires; Multiple Choice Tests; Intervention; Learning Processes; Pretests Posttests; Correlation; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Leseverstehen; Leseprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Vorhersage; Ausland; Collegestudent; Fragebogen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Learning process; Lernprozess; Korrelation
Abstract	With the rapid growth of computer technology, some printed texts are designed as hypertexts to help EFL (English as a foreign language) learners search for and process multiple resources in a timely manner for autonomous learning. The purpose of this study was to design a hypertext system and examine if a 14-week teacher-guided print-based and hypertext reading intervention might benefit non-traditional EFL students' reading comprehension. Non-traditional EFL students are older students with greater work experience. The primary investigation finding revealed no significant difference in comprehension between the teacher-guided print-based and hypertext intervention conditions, though a significant mean improvement was found after hypertext learning. EFL learners' attitudes also supported that both teacher-guided print-based and hypertext interventions merit reading comprehension performance. In addition, there appears to be a significantly strong and positive relationship between the perceived usefulness of hypertext reading and attempt of future hypertext use, suggesting that the majority of non-traditional EFL learners made a positive willingness and prediction to use the hypertext system in their future reading, but that the degree of usefulness of hypertext reading was not reliably predicted by their hypertext comprehension scores. Based on the investigation results, limitations and future research are discussed and presented. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01